사회적 현존감(Social Presence) 측정도구 개발에 관한 탐색적 연구: 인스턴트 메신저의 이용 사례를 중심으로

황하성 ( Ha Sung Hwang ) 한국지역언론학회 2007 언론과학연구 Vol.7 No.2

Social presence has been studied in a variety of mediated environments and the definition of social presence varies among researchers. While most recently social presence is seen as a variable based on users` experience, early investigators of social presence, Short et al. (1976) view social presence as a quality of the medium. By discussing the limitations of and critics on Short et al. `s social presence theory this study aims to redefine social presence from the media user`s perspective and develop a social presence questionnaire for examining mediated social interaction with tests for reliability and validity. Twenty three questionnaire items were developed by reviewing research in the literature of social presence. Exploratory and confirmatory factor analyses resulted in identification of five sub-dimensions of social presence: mutual awareness, mutual understanding, attentional allocation, emotional connectedness, and awareness of co-location. This construct of social presence dimensions suggests that social presence can be conceptualized as media user`s psychological involvement in mediated social interaction, which is a process to filter the sense of another through a medium.

온라인 학습환경에서 사회적 실재감 하위요인이 지각된 토론효과에 미치는 영향

권성연 ( Soung Youn Kwon ) 한국교육정보미디어학회 2016 교육정보미디어연구 Vol.22 No.1

The purpose of this study was to identify the relationships between social presence and perceived effects of online discussion, and to gain some implications for enhancing social presence to facilitate online discussion. This study investigated (1)the differences of social presence(and sub factors) by students’ year of online class, number of acquaintance in the class, and size of online discussion, (2) the influences of social presence(and sub factors) on cognitive and emotional effects of online discussion, (3) and the differences of effects of social presence by year of online class, number of acquaintance in the class, and size of online discussion. For this study, the students taking an online course in cyber graduate school participated online discussion two times during a semester. After a semester, students participated the survey about social presence and perceived effects of online discussion. The results of this study are as follows: First, all of the sub-factors of social presence were significantly different by the number of acquaintance in this course. The more students know the peers, the higher they perceived the social presence. Second, all of the sub-factors of social presence correlated with cognitive and emotional outcomes of discussion significantly. Third, social presence was influential on effects of online discussion, especially, more influential on emotional effects than cognitive effects. Among the sub-factors of social presence, ‘mutual attention and support’, ‘open communication’ were significantly influential factors on effects of online discussion, however, emotional connectedness was not. Fourth, the effects of social presence were more powerful in a group of students who was lower grade and knew few or no acquaintance in the course. These group were perceived lower social presence than others comparatively. Based on these results, the strategies of facilitating social presence to enhance the effects of online discussion were suggested.

온라인 학습에서 사회적 실재감과 학습자 특성, 토론효과 및 학습효과 인식, 만족도와의 관계 연구

권성연 이화여자대학교 사범대학 교육과학연구소 2011 교육과학연구 Vol.42 No.3

본 연구는 온라인 학습에서 사회적 실재감이 다양한 학업성과에 미치는 영향 및 학습자 특성과의 관계를 파악하기 위해 수행되었다. 이에 온라인 강좌를 수강하고 있는 사이버 대학원생을 대상으로 사회적 실재감, 토론효과인식, 전체적인 학습효과 인식, 만족도에 대한 설문조사를 실시하여 그 관계를 분석하였다. 특히 본 연구에서는 사회적 실재감을 (동료)학습자에 대한 사회적 실재감과 교수자에 대한 사회적 실재감으로 구분하여 조사가 이루어졌다. 연구결과 첫째, 학습자 사회적 실재감은 학습자의 학기에 따라 유의한 차이가 있었으며 학기가 높은 학습자일수록 학습자 사회적 실재감을 더 높게 인식하는 것으로 나타났다. 둘째, 변인간의 상관분석 결과 모든 변인 간에 유의한 상관관계가 나타났으나 성과 변인과의 상관에 있어 학습자 사회적 실재감에 비해 교수자 사회적 실재감이 더 높게 나타났다. 셋째, 교수자 사회적 실재감과 학습자 사회적 실재감 모두 토론효과 인식에 유의한 영향을 주었고, 교수자 사회적 실재감의 영향력이 조금 더 크게 나타났다. 넷째, 전체적인 학습효과 인식에 대해서는 교수자 사회적 실재감만이 영향을 주는 요인으로 나타났고 그 설명력은 토론효과 인식보다 낮았다. 마지막으로 만족도에 미치는 영향에서도 교수자 사회적 실재감만이 유의미한 영향을 주는 것으로 나타났다. 이러한 연구결과를 바탕으로 관련 논의와 시사점을 제안하였다. The purpose of this study was to identify the influences of social presence on learning outcomes and their relationships with learners' characteristics. Therefore, social presence, perception of discussion effect, and overall perceived learning were surveyed among cyber graduate school students in Korea. Specifically, the construct of social presence was divided into learner social presence and teacher social presence. Relationships with other variables were then analyzed separately. Research results show that, first, social presence significantly differed according to learners' year (grade) in school. That is, higher grade students perceived social presence highly. Second, the correlations among all of the variables were significant; the relationships of teacher social presence with other outcome variables were stronger than those of learner social presence. Third, learner social presence and teacher social presence were significant predictors of perceived effect of discussion, but the effect of teacher social presence was only slightly stronger than that of learner social presence. Fourth, teacher social presence was a significant factor in perceived learning overall but learner social presence was not. Similarily, only teacher social presence accounted for some of the variability of satisfaction, while learner social presence did not account for the variability. Based on these results, the role of the online teacher and strategies for enhancing social presence to improve learning outcomes were suggested.

개인화 추천시스템에서 고객 제품 리뷰가 사회적 실재감에 미치는 영향

최재원(Jaewon Choi),이홍주(Hong Joo Lee) 한국지능정보시스템학회 2011 지능정보연구 Vol.17 No.3

Many online stores bring features that can build trust in their customers. More so, the number of products or content services on online stores has been increasing rapidly. Hence, personalization on online stores is considered to be an important technology to companies and customers. Recommender systems that provide favorable products and customer product reviews to users are the most commonly used features in this purpose. There are many studies to that investigated the relationship between social presence as an antecedent of trust and provision of recommender systems or customer product reviews. Many online stores have made efforts to increase perceived social presence of their customers through customer reviews, recommender systems, and analyzing associations among products. Primarily because social presence can increase customer trust or reuse intention for online stores. However, there were few studies that investigated the interactions between recommendation type, product type and provision of customer product reviews on social presence. Therefore, one of the purposes of this study is to identify the effects of personalized recommender systems and compare the role of customer reviews with product types. This study performed an experiment to see these interactions. Experimental web pages were developed with 2×2 factorial setting based on how to provide social presence to users with customer reviews and two product types such as hedonic and utilitarian. The hedonic type was a ringtone chosen from Nate.com while the utilitarian was a TOEIC study aid book selected from Yes24.com. To conduct the experiment, web based experiments were conducted for the participants who have been shopping on the online stores. Participants were a total of 240 and 30% of the participants had the chance of getting the presents. We found out that social presence increased for hedonic products when personalized recommendations were given compared to non?personalized recommendations. Although providing customer reviews for two product types did not significantly increase social presence, provision of customer product reviews for hedonic (ringtone) increased perceived social presence. Otherwise, provision of customer product reviews could not increase social presence when the systems recommend utilitarian products (TOEIC study aid books). Therefore, it appears that the effects of increasing perceived social presence with customer reviews have a difference for product types. In short, the role of customer reviews could be different based on which product types were considered by customers when they are making a decision related to purchasing on the online stores. Additionally, there were no differences for increasing perceived social presence when providing customer reviews. Our participants might have focused on how recommendations had been provided and what products were recommended because our developed systems were providing recommendations after participants rating their preferences. Thus, the effects of customer reviews could appear more clearly if our participants had actual purchase opportunity for the recommendations. Personalized recommender systems can increase social presence of customers more than nonpersonalized recommender systems by using user preference. Online stores could find out how they can increase perceived social presence and satisfaction of their customers when customers want to find the proper products with recommender systems and customer reviews. In addition, the role of customer reviews of the personalized recommendations can be different based on types of the recommended products. Even if this study conducted two product types such as hedonic and utilitarian, the results revealed that customer reviews for hedonic increased social presence of customers more than customer reviews for utilitarian. Thus, online stores need to consider the role of providing customer reviews with highly personalized in

대학생이 인식한 교수 실재감이 학습몰입에 미치는 영향에서 사회적 실재감의 매개 효과

황혜연,황연우 교육종합연구원 2022 교육종합연구 Vol.20 No.3

The purpose of this study is to examine the effect of teaching presence recognized by college students in class on social presence and learning immersion. To do this, first, we examined whether teaching presence affects social presence and learning immersion on mixed classes in university. And second, we examined whether there was a mediating effect of social presence under the influence of teaching presence on learning immersion in university mixed classes. As a result of the study, it was found that teaching presence had an effect on each of the social presence and learning immersion, and teaching presence and social presence had an effect on learning immersion, respectively. In addition, it was found that teaching presence had a significant effect on learning immersion through social presence as a mediator. Based on these research results, it was recognized that there is a need to organize the design of learning content, interaction, and learning promotion so that learners can feel that they exist with the instructor. In order to improve social presence, it was possible to recognize that establishing various learning strategies and feedback strategies promoting interaction and communication with other learners as well as the instructor, and providing various learning materials and opportunities for learning activities are important to improve social presence.

페이스북에서 상대방에 대한 존재 인식: 사회적 현존감의 실증적 분석

황하성 ( Ha Sung Hwang ) 한국인터넷정보학회 2015 인터넷정보학회논문지 Vol.16 No.4

TThe purpose of this study was to explore the reasons why college students use Facebook and the ways in which they feel of social presence while using Facebook. In fact, the study aimed to specify the links between motivations for using SNS and a sense of `being together`. The findings of this study suggest that major motivations of SNS use were social interaction, entertainment, self-presentation, and information-seeking. Specifically, results from a survey of 280 respondents revealed that college students used Facebook to seek maintenance and connection with friends, to express themselves, to get information about school activities, and to be entertained. These findings are consistent with the existing literature regarding SNS as a primary channel to maintain the existing social relationships among college students. The study also found that all motivation factors, except information-seeking factor, were positively and significantly related to social presence. The strongest correlations were between social presence and Facebook use for social interaction and entertainment needs. It seemed that users who seek social interaction and entertainment needs are more likely to feel a sense of being with others while users who seek to get information are less likely to feel a sense of social presence. These findings implied that to some extent, a sense of social presence occurs in the context of Facebook and that the experience of social presence depends on what college students seek from Facebook use. In addition, the results showed a positive relationship between Facebook use and social presence; the more college students use Facebook, the more they are likely to experience sense of social presence. Given that Facebook provides college students with a place where they can share thought and feelings among friends, it can be concluded that Facebook contributes to the sense of belonging among users. And such feeling may enhance a sense of presence with others while using Facebook. These findings suggest that uses and gratifications researchers should consider the concept of social presence as an important variable in explaining what audience members do with media.

온라인 수업의 조별 상호작용에서 나타난 사회적 실재감의 양상: 메시지 분석을 중심으로

권성연 ( Soung Youn Kwon ) 한국교육정보미디어학회 2012 교육정보미디어연구 Vol.18 No.2

This study focused on an qualitative analysis of social presence and investigating the relationships of social presence with other learning outcomes to gain implications for successful online learning. For this study, cyber graduate school students participated in group online interaction through the group bulletin board during a semester then they responded the survey about social presence, effects of discussion and satisfaction which they had experienced in online class. I addition to this, the researcher analyzed the contents of message in a group bulletin board based on the social presence protocol by Rourke et al(2001). As a research results, social presence correlated with perceived effects of discussion and satisfaction, but number of message didn`t have any meaningful relationship with other variables. The group bulletin board which marked a higher score on social presence survey presented more message related with social presence. The group had highest score in social presence indicated more emotional and interactive message than other groups, lower score groups presented less message in emotional and interactive category, but they indicated more cohesive message, especially, phatics and salutions. A change in social presence message over time, at early stage, the most frequent message was emotional one, the next was cohesive message, the least was interactive one. But during the period of discussion, the interactive messages increased sharply. As the time went to the end of semester, emotional message decreased gradually, whereas cohesive message increase a little. The tendency of change in social presence message was also similar in every group. Based on these results, the conclusion and the implication for effective online learning were suggested.

외국인 학부생의 자기조절학습 능력, 사회적 실재감, 교수 실재감이 온라인 수업 만족도에 미치는 영향 연구

한하림 국제한국어교육학회 2021 한국어 교육 Vol.32 No.3

Self-regulated learning ability, social presence, and teaching presence have been widely discussed as prerequisites for successful online classes. There has been, however, little research on foreign undergraduates’ self-regulated learning ability, social presence, and teaching presence, in Korean language education. This study, therefore, aims to examine online class satisfaction of foreign undergraduates and the effects of self-regulated learning ability, social presence, and teaching presence on online class satisfaction. To this end, it was conducted a survey on online class satisfaction of 128 foreign undergraduates. The findings showed that the mean value of all foreign undergraduates’ online class satisfaction was ‘moderate’ (3.16). Next, it was also analyzed the correlation between online class satisfaction and self-regulated learning ability, social presence, and teaching presence. The results of the analysis demonstrated that the self-regulated learning ability, social presence and teaching presence all have close correlations with online class satisfaction. A multiple regression analysis on the relation between the sub-domains of self-regulated learning ability, social presence and teaching presence and online class satisfaction was conducted. Finally, it was found that ‘individual/emotional factors’(No.1) of social presence, ‘class design and organization’(No.2) of teaching presence and ‘task factors’ (No.3) of self-regulated learning ability have direct effects on online class satisfaction.

모노토닉 콘텐츠의 감각적 특성 간 상호작용이 사회 현존감과 사회성 회복에 미치는 영향

김종희,곽준식 한국마케팅관리학회 2026 마케팅관리연구 Vol.31 No.1

The advancement of digital technologies and the expansion of personalized media environments have enhanced everyday connectivity while paradoxically intensifying social isolation and emotional disconnection. In this context, low-stimulation and minimally edited content has recently gained attention as an alternative media experience capable of alleviating excessive sensory stimulation and promoting emotional stability and recovery. Against this backdrop, the present study conceptualizes monotonic content as an experiential design framework and examines how its sensory characteristics— familiarity, slowness of speed, and continuity—affect users’ social presence and sociality recovery. To this end, an experimental study was conducted, and social presence and sociality recovery were set as the primary outcome variables. Main effects, two-way interactions, three-way interactions, and moderated mediation effects were tested in a stepwise manner. The results showed that familiarity, slow speed, and high continuity each had significant positive effects on both social presence and sociality recovery. Furthermore, under conditions of high familiarity and slow speed, monotonic content exerted the strongest effects on social presence and sociality recovery when continuity was high rather than low. In addition, an examination of whether the mediating process through which familiarity influences sociality recovery via social presence varies by levels of speed and continuity revealed that the indirect effect of familiarity on sociality recovery through social presence was significant only when slow speed and high continuity were simultaneously satisfied. These findings suggest that the effects of monotonic content are contingent upon the congruence of its sensory characteristics, which influence social presence and, in turn, exert a limited yet meaningful impact on sociality recovery. By theorizing monotonic content as an experiential design concept for social and emotional recovery and positioning social presence as a key mediating variable, this study extends existing low-stimulation content research toward a social-functional perspective. Moreover, it offers practical implications applicable to marketing, brand relationship building, corporate social responsibility initiatives, and public policy, thereby contributing both academic and practical value.

SNS를 활용한 팀 프로젝트 과제 수행에서 대학생들이 인식한 실재감의 자기평가 및 팀 평가 예측 검증

원지영 사단법인 인문사회과학기술융합학회 2017 예술인문사회융합멀티미디어논문지 Vol.7 No.7

The purpose of the study is to analyze whether or not three types of presence: social presence, cognitive presence, and teaching presence predict self evaluation and team evaluation when university students are engaged in a team-based project learning by using KakaoTalk(One of the mobile instant messengers used in Korea). The subjects were 107 university students, who were guided to finish a team project by performing a collaborative interaction as a group of 3 or 4 students using KakaoTalk. The survey was conducted to ask the levels of three presences: social, cognitive, and teaching presence that students perceive while they collaborate through KakaoTalk. Also, students were asked to self-evaluate and team-evaluate their collaborative learning that they preformed through KakaoTalk. The data were analyzed through the logistic regression analysis. The results are as follows. First, social presence predicted self-evaluation. Second, social presence and teaching presence predicted team evaluation. The findings suggested that students perceive high levels of social presence and teaching presence in order to experience the qualitative team-based project learning through KakaoTalk. 본 연구는 한국 사회에서 광범위하게 활용되는 인스턴트 메신저, 카카오톡을 이용하여 팀 과제를 수행하는 대학생들이 모바일 상에서 형성된 학습공동체의 협업 과정에서 인식한 사회실재감, 인지실재감, 교수실재감이 협력 학습에 대한 자기평가 및 팀 평가를 어떻게 예측하는지를 확인하고자 진행하였다. 이를 위해 충남 소재 A 대학교 사범대생 107명을 3~4명으로 구성된 팀으로 나누어 4주 동안 팀 프로젝트 과제를 수행하도록 하였다. 이 협력 학습 과정에서 학습자들은 카카오톡을 이용하여 상호작용 활동을 하면서 팀 과제를 완성하였다. 팀 프로젝트 과제를 끝내고 설문지를 통하여 카카오톡을 이용하여 상호작용 활동을 하는 동안 그들이 사회실재감, 인지실재감, 교수실재감을 어떻게 인식하였는지를 분석하였고, 자기평가와 팀 평가를 실시하여 협력 학습 성과를 평가하였다. 다중회귀분석을 이용하여 각 실재감의 자기평가 및 팀 평가의 예측력을 분석한 결과는 다음과 같다. 첫째, 카카오톡을 활용한 팀 프로젝트 과제 수행에서 자기평가를 예측하는 실재감은 사회실재감으로 나타났다. 둘째, 팀 평가를 예측하는 실재감은 사회실재감과 교수실재감으로 확인되었다. 이상의 연구 결과를 바탕으로 카카오톡을 활용한 팀 프로젝트 수행에서 양질의 협력 학습 경험을 할 수 있도록 하기 위하여 유의해야 할 실재감 유형을 파악하고 그러한 실재감의 수준을 높이는 교수 전략을 제언하였다.